Painting and Color Theory Students Brighten the Main Office 

Thanks to our office staff for providing display space for student art. 

Logan Kessinger & Ms. Dale

Camron Waldridge & Ms. Shaw

Cameron Armstrong & Mrs. Winlock

Sam Edwards, Mrs. Whisman and Vanesa Vasquez

Mrs. Shiver and Anyssa Brewer

Ramon Tapia and Mrs. Winlock

Mrs. Shiver and Nancy Clark

Mrs. Whitehouse and Chad Walden

Christian Husband and Mrs. Chambers

Paul Gayle and Ms. Windhorst

Realistic Paintings

Chad Walden

Ashley Mchone

Paul Gayle

Vanesa Vasquez

Logan Kessinger

Suzanne Gayle

Camron Waldridge

VPA Polymer Elephant Sculptures

Michael Sanford

Brooke Barnett

8th Grade Word Design Paintings

Kristen Blakeman

Zoey McCracken

William Hoenck

Zachary Cleary

Jakob Woods

Ceramics Methods

   
Pinch: Jamison Woods                    Coil:Nick Conrad

Soft Slab: Jacob Luallen            Hard Slab: Brianna Cowden

Intellectual Play!

Painting and Color Theory students settle into the silence of creative problem solving.

I am concerned with the misconception that creativity is separate from intelligence. The two are interdependent. First graders, for instance, never hesitate to mark on a blank paper or canvas, but twelfth grade students will openly admit fear in making that first stroke or developing detail in work that they don't want to "mess up." As students obtain knowledge they also seem to be developing a fixed mindset. In my transition from elementary art education to secondary I was alarmed by the definitive language of older learners. Many define themselves according to what they believe they are good at or can or cannot do. This unexpected discovery forces me to change the way I teach. With younger learners, I emphasized skill development, craftsmanship, and comprehension. Those components are still important but will remain undeveloped if student believe they are "bad at drawing" or are "not creative." My focus and mindset has to change to dispel fears and encourage a growth mindset. By emphasizing trial and error, I have watched students embrace both the struggle and personal pleasure of making art. And though I enjoy the silent lull of concentration I also welcome conversations about their work. They gain confidence as they offer suggestions and ask their peers for advice. 

    I define creativity as intellectual play. Art imitates life as does play. I am more conscious now that an art class should encourage challenge through content and skill development while also providing the safety necessary to experiment- to play. 

Rocket Art Currently on Display at Board Office

Thanks to Ms. Dupont for extending the invitation and assembling the boards.s.

Sharpening Observation Skills through Imitation

Painting student Suzanne Gayle's expert replica of Jawbreaker Machine from the Pop Art movement.Students studied painting movements from the Renaissance to Modern Art before choosing a masterpiece to replicate.

Wayne Thiebaud's Jawbreaker Machine

VPA Non Representational Drawings

This drawing assignment required students to focus simply on designing rather than depicting recognizable imagery. Free from the obligation of providing subject and narrative, students were able to play with the Principles of Design for a purely aesthetic intent.

Inspired Artist Paintings

Though student work is original they researched accomplish painters for inspiration. The inspiring artist's style, subject matter, purpose and/or technique is reflected in the student's painting. 

Katherine Sigaran

Christian Husband

Ashley Mchone

Camron Waldridge

Vanesa Vasquez

VPA student Kendall Bingham's sculpture of Kangaroo and Joey.  

Pinch pots by ceramics students Rafael Vargas and Jamison Woods. Though pinch is the most basic hand building method these students made design choices to create individual functional art pieces.  

Painting student Sam Edwards designed this nonrepresentational abstract painting by incorporating contrast to emphasize the focal point. The patterns provide unity but are varied through shape, color and value.